1. The Inquiry/Problem-Solving Model The Inquiry Model builds on natural human curiosity. Why are caterpillers fuzzy? Why are caterpillers fuzzy? Why do cats land right side up?Why do cats land right side up? Why are they called “Brussel Sprouts?Why are they called “Brussel Sprouts?

2. Goals and Assumptions The basic goal of inquiry is to teach students how to ask questions and seek out answers in a rational wayThe basic goal of inquiry is to teach students how to ask questions and seek out answers in a rational way The “scientific method” is an effective way to solve authentic problemsThe “scientific method” is an effective way to solve authentic problems

3. Syntax of the Model Phase 1- Confrontation with the ProblemPhase 1- Confrontation with the Problem –Explanation of inquiry process (Discrepant Event) Phase 2- Data Gathering/VerificationPhase 2- Data Gathering/Verification –Verification of the problem situation –Initial Hypotheses Phase 3- Data Gathering/ExperimentationPhase 3- Data Gathering/Experimentation –Independent or Group Investigation Phase 4- Organizing/Formulating an Explanation (theory)Phase 4- Organizing/Formulating an Explanation (theory) Phase 5- Analysis of the Inquiry ProcessPhase 5- Analysis of the Inquiry Process

4. Structure The model varies from high structure to moderate structure.The model varies from high structure to moderate structure. –Guided Inquiry The “problem” is one for which the teacher has a solution (i.e. Suchman Inquiry)The “problem” is one for which the teacher has a solution (i.e. Suchman Inquiry) –Open-Ended Inquiry The Problem is one for which there are numerous hypotheses, but no definite solutionThe Problem is one for which there are numerous hypotheses, but no definite solution

5. Support System Teacher/student rolesTeacher/student roles –Teacher directs the complete process in Guided inquiry. Provides the students with necessary materials –The teacher allows more student input in all the phases of inquiry.

6. Principles of Reaction This model is inductive and is grounded in Constructivist learning theory. Consequently, the teacher’s reaction should be based upon an understanding of how well students are able to engage in the Inquiry process.This model is inductive and is grounded in Constructivist learning theory. Consequently, the teacher’s reaction should be based upon an understanding of how well students are able to engage in the Inquiry process.

7. Instructional & Nurturant Effects

8. Applications EcologyEcology –What might be causing CCS (Colony Collapse Syndrome)? Math 3 rd GradeMath 3 rd Grade –How much paper do I need to wrap a birthday present? HealthHealth –Why can dieting cause me to gain weight? P/E.P/E. –Why do golf balls have “dimples?

9. Applications MusicMusic –Can listening to music help me do better on tests? SpeechSpeech –Can someone “read” my emotions through non-verbal communication? American History ’60American History ’60 –Was there a conspiracy to kill President Kennedy? American History Early SettlementAmerican History Early Settlement –What happened to the lost colony of Roanoke?

10. Applications American LiteratureAmerican Literature –Is “Roll of Thunder, Hear My Cry” based on Mildred Taylor’s Life? Latin American HistoryLatin American History –Was the fall of the Incan Empire Inevitable? KindergartenKindergarten –What is the best way to get from school to the store?

11. Problem Presentation & Initial Data Gathering in Suchman Inquiry Give students a short description of the problemGive students a short description of the problem Tell them you have a hypothesis in mind and they are to guess what it might beTell them you have a hypothesis in mind and they are to guess what it might be Tell them that you will answer any “yes-no” questionTell them that you will answer any “yes-no” question Anytime a student thinks they have the “hypothesis”, they should raise their hand, state the hypothesis and give the preliminary evidence.Anytime a student thinks they have the “hypothesis”, they should raise their hand, state the hypothesis and give the preliminary evidence.

12. Problem Presentation & Initial Data Gathering in Group Investigation Inquiry Indentify the Discrepant EventIndentify the Discrepant Event Either provide groups with data or give them resources to gather dataEither provide groups with data or give them resources to gather data Have them formulate hypotheses.Have them formulate hypotheses. “Experiment” in group with data“Experiment” in group with data Have groups present hypotheses and supporting evidence.Have groups present hypotheses and supporting evidence.

13. The Salem Witch Trials It was a tough, cold winter in Salem, Massachusetts and sometime during February 1692, a small girl became strangely ill. She complained of pain and fever, burst out in incomprehensible gibberish, experienced convulsions and contortions; her symptoms baffled everyone. Cotton Mather had just written a popular book describing suspected witchcraft in nearby Boston. Then three other girls, playmates of the afflicted Betty Parris, began to exhibit similar unusual behaviors. Doctor Griggs examined the girls and after his first administrations failed, he declared that the girls' afflictions might be the result of witchcraft.

14. The Salem Witch Trials That grim diagnosis triggered a Puritan inquisition throughout the community. Finger pointing began. The first to be arrested were a Caribbean-born slave along with Sarah Good and Sarah Osburn, two elderly women of poor reputation. The hysteria raged into the summer months and filled the prisons with innocent people. Eventually, 150 "witches" were taken into custody. By late September, 19 men and women had been hanged on Gallows Hill, an eighty year old man pressed to death under stones for refusing a trial, five more accused had died in jail, but none of the executed had confessed to witchcraft. Then almost as fast as it had started, the witch hunt ended.

15. Causes of Witchcraft in Salem? Strong belief that Satan is acting in the world. "The invisible world": disease, natural catastrophes, and bad fortune attributed to the devil. A belief that Satan recruits witches and wizards to work for him. Prior witchcraft cases in New England (and Europe before) A time of troubles, making it seem likely that Satan was active. Smallpox Frontier wars with Indians Young adolescent women “called out” witches to gain attention (role/identity confusion) Convulsive ergotism, a disease caused by eating infecting rye that can produce hallucinations, causing strange behavior. Magistrates and judges receptive to accusations of witchcraft. Admission of spectral evidence Confessing "witches" adding credibility to earlier charges. Old feuds (disputes within congregation, property disputes) between the accusers and the accused spurring charges of witchcraft. Map of old and new Salem